How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education

Abstract

The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) ‘TES BlendSpace’ to promote students’ self-directed learning in EFL flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in students’ self-directed learning abilities. The observation of students’ learning activities on the TES BlendSpace was also recorded to support the interview data. The LMS was adopted to distribute and receive information. Thus, the students were able to monitor learning activities, learn the contents before coming to class, evaluate the learning process, and interact with others outside of class hours. The finding of this study suggests that the LMS TES BlendSpace is recommended to be performed in teaching EFL for higher education in Indonesia. It offers students’ occasion to practice and enhances their listening, writing, reading and vocabulary skills in and out-of-class times. It also prepares students to get ready for classroom activities in terms of conversations and speaking skills. The further use of the LMSs should become often-visited sites by students for learning activities and replacing other non-educational favorite websites. The finding of this study indicates that the students’ online culture was predominantly formed by the interesting contents posting on the LMS, especially the video lectures and an easy way to use. Additionally, instructors should develop activities in and around the LMS with a number of benefits and rewards. Hence, the students will be motivated to log in the LMS for learning purposes.

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

“…The present study intends to confirm the effectiveness that flipped learning has obtained in the field of educational research as reported in the recent impact literature [7,11,13,49,50,[73][74][75]. This effectiveness has been contrasted with the classical and expository methods of knowledge transmission, where the teacher reproduces the contents unilaterally without encouraging the exchange of knowledge and interaction with students [76].…”

“…The didactic contents taught were related to statistics, graphic representations, and problem solving. In this way, in the different sessions, the following didactic objectives were worked through: (a) to know the scientific language and concepts of statistics (sessions 1-2); (b) to understand the fundamental principles for data processing and scientific processes (sessions 3-4); (c) to acquire skills in statistical analysis and representation of graphs (sessions 5-8); (d) to assimilate skills in the interpretation and reflection of results (sessions 7-10); and (e) to develop skills for correct decision-making (sessions [11][12].…”

“…This instructional methodology is characterized by being an alternative in educational practice, where the use of information and communication technology (ICT) [7] stands out, investing in the roles of the learning process and giving leadership to students [8,9]. A relevant aspect is the importance that this innovative approach has assumed in the brief temporal space it has in the field of education [10,11].…”

EFL Flipped-Classroom: Promoting HOTS in Speaking Skill

“…In such a situation, the flipped-classroom pedagogical model is one of the alternatives implemented as the effort to ensure students get more exposure and much time to practice the language (Li & Suwanthep, 2017). A flipped classroom is often defined as the inverted classroom in which the lecture content is learned at home in the form of videolecture while the homework or task is done at school (Bergmann & Sams, 2012;Chuang, Weng, & Chen, 2018;Zainuddin, Habiburrahim, Muluk, & Keumala, 2019).…”

“…On the other hand, this innovative pedagogy tries to change the way teachers taught by converting what traditionally occurs both in and out of the classroom (Jacob, & Matthew, 2013;Zainuddin et al, 2019). Unlike other conservative classrooms where the teacher becomes the Sage of the Stage in a lecture-based class, the flipped classroom allows the teacher to be the Guide on the Side in an activitybased class allowing students to be more active and interactive.…”